The Role and Implications of the New Standards Building Leadership Team Training October 2010

New Standards Program Reviews New State Tests Crosswalks

The Future…Vision: Critical and Directional When he or she graduates from OCS, what knowledge, skills, understandings and dispositions should we have equipped him or her with?

The Future…Vision: Critical and Directional Graduates of Oldham County Schools pursue a life of continuous learning, contribute to their community, participate thoughtfully in the American democracy, and compete successfully in the local, national and international economy. Media and Technology Skills Society in the 21st Century is saturated with an abundance of information. Graduates of Oldham County Schools will be prepared to utilize vital information through a variety of media and technology tools in the workplace and at home. Critical Thinking and Problem Solving To compete in a global economy, graduates of Oldham County Schools will possess thinking skills and problem solving strategies that equip them to excel as workers and maneuver through life’s challenges. Communication Skills Graduates of Oldham County Schools will possess reading, writing, speaking and listening skills that enable them to be successful in a complex and competitive society. Creativity and Innovation Graduates of Oldham County Schools will be successful in the conceptual age because they will have experienced many opportunities to use their knowledge in ways that allow them to discover, design, and invent concepts and products. Leadership Graduates of Oldham County Schools will have experienced ongoing opportunities to grow as leaders who are capable of serving at various levels in society.

The Future…Vision: Critical and Directional DISTRICT, SCHOOL, AND CLASSROOM COMMITMENTS Teachers in every Oldham County classroom provide an instructional program based on the five essential areas listed below: Rigorous Curriculum--What do students need to learn? Student Engagement in Learning--How will we engage them so they learn best? Continuous Assessment --How will we know when they have learned? Intervention--What will we do when they have not learned? Enrichment and Acceleration--What will we do when they have already learned?

Introducing standards without talking about vision and mission is like….

Remember it’s about the child in the chair, not the checklist of standards!!

Being clear about standards… The standards "movement" grew out of frustration in the late 1990s with a fragmented public school system with many levels of bureaucracy — local, state, national — in which expectations for students varied widely and too few poor and minority students were achieving. The thinking among researchers was that if clear and challenging content standards were set, then teachers would teach to those standards and tests would measure if students were meeting the goals. Standards are needed.

Being clear about standards… Standards are needed. Standards are guideposts for schools. Teachers, parents and students use them as a tool to focus on what students are expected to learn.

Being clear about standards… Standards are ingredients, not the meal. Eating the ingredients one by one isn’t equivalent to eating a meal!

Being clear about standards… A powerful metaphor Given our vision, what “blueprint” will we design and use? That is, what curriculum will we design and use? What “building code” must we follow? That is, what standards must we follow?

Being clear about standards… A powerful metaphor Remember an architect doesn’t set out to meet building code. He or she sets out to design something that meets the client’s needs and interests. Along the way, the architect meets building code.

Being clear about standards… Standards are…Standards aren’t… ~The “building code” in the larger “blueprint” of curriculum ~Part of the answer to “What do we want students to learn?” ~The curriculum ~A checklist of skills and knowledge to be ticked off one by one

Why new standards now? If you were a legislator and saw the following, what might you assume or conclude? ACT data for KY students  40% met college ready expectations for reading  16% met college readiness for science  Less than 21% met readiness for college-level algebra The number of students needing non-credit remedial courses in college has increased over the past decade. The number of students who cannot use their KEES money in the second year of college has been around 50% for a few years. They cannot use the KEES because they cannot maintain the g.p.a. required.

Why new standards now? Readiness is a major concern. Not just for college…for career, too.

Revisions of Standards Mandated by SB1 Mandated Criteria To meet the needs of 21 st century learners in a global society To prepare students for college and/or career Be fewer, clearer, higher

 Revisions of Standards  When? All areas by December 2010*  Who? National groups, KY teachers, P-16  How? Core team, open for public comments, revisions, state adoption Status  ELA and Math completed and signed off by KBE  KY adopted the national Common Core Standards for ELA and Math in Feb  Crosswalk document available to compare our old POS/CCA against the new KY Core Academic Standards (KCAS)

Process Time 1.Why are standards needed? 2.What are standards? What aren’t they? 3.Why new standards now?

 Orientation today only  Get comfortable with labeling, progression and supports for ELA and math standards  Will tackle more in-depth analysis in upcoming months What are the new standards like?

Kentucky Core Academic Standards (KCAS) for Math

Kentucky Core Academic Standards for Math  Introduction- Pages 3 and 4  Standards address the problem of “a mile wide and an inch deep”  Standards aim for specificity and clarity  Standards address what we know about how children learn  Mathematical understanding and procedural skills are equally important

Kentucky Core Academic Standards for Math  How to Read the Grade Level Standards- Page 5  Provides an explanation of key vocabulary terms used in the math standards document  Points out that listing of standards doesn’t imply the designated order for teaching the standards

Mathematical Practices – describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. (Pages 6-8)

Make sense of problems and persevere Reason abstractly and quantitatively Construct viable arguments and critique reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Standards for Mathematical Practice

 Math standards are organized by grade level K – 8.  High school standards are arranged by categories: Number/Quantity Algebra Functions Modeling Geometry Statistics/Probability Kentucky Core Academic Standards for Math

Process Time Identify the standards for math practices Identify the domains Identify the clusters Identify the standards Find the following: 7.NS.1d and F.LE.1b

Wrapping Up the Math Standards  There is a glossary of terms on pages  There is a separate appendix for math. It deals with high school courses.  Future plans include providing student work samples and assessment questions to illustrate each standard.

Kentucky Core Academic Standards for ELA  Introduction…page 3  Standards set requirements not only for ELA but also for literacy in non-ELA subjects  Literacy standards are not meant to replace content standards- should supplement them  Standards lay out a vision of what it means to be a literate person in the 21 st century

Kentucky Core Academic Standards for ELA  Key Design Considerations…pages 4-5  Contain both College and Career Readiness Standards (CCR) and grade-level standards  Standards are grade by grade K-8. At high school standards bands are used, i.e and  Standards are integrated, that is, ties exist between reading, writing, and other standards.  Research and media skills are embedded.  Shared responsibility for literacy  Provides background on the emphasis in reading and writing (NAEP)

Kentucky Core Academic Standards for ELA  Student Who Is CCR…page 7  Provides a vision of a literate person in the 21 st century  How to Read This Document…page 8  Great overview of how the standards are organized!

Kentucky Core Academic Standards for ELA Anchor Standards – These “anchors” define general, cross- disciplinary expectations that indicate readiness to enter college/workforce. There are 4 sets of “anchors’” which will be the same K – 12: - Reading - Writing - Language - Speaking/Listening See pages 35, 41, 48 and 51.

Anchor Standards

Kentucky Core Academic Standards for ELA  Reading divided into two sections for secondary ELA: Literature and Informational Text.  There are ten reading standards for Literature and ten for Informational Texts. Reading standards for both are tied back to the anchor standards for reading on page 35.

Process Time Identify the four strands of ELA Describe the intent of the College and Career Readiness anchor standards Describe how grade level standards are related to the CCR anchor standards Identify the two sections of secondary ELA reading standards Find the following: SL.7.1d

Kentucky Core Academic Standards for Literacy in History/Social Studies, Science and Technical Subjects  Two strands– Reading and Writing  Reading and Writing standards are backwards mapped from the same CCR standards as ELA uses (pages 35 and 41).  Reading is divided into History/Social Studies (page 61) and Science/Tech Subjects (page 62)  Grade bands are used, i.e. 6-8, 9-10 and 11-12

Process Time Identify the two strands of literacy standards Describe the intent of the College and Career Readiness anchor standards Describe how grade band standards are related to the CCR anchor standards Identify the two sections of secondary literacy reading standards Describe the meaning of “text band complexity” of Standard Ten in reading

 Appendix A- Key research used to craft standards. Very informative!  Appendix B-Text exemplars  Appendix C- Student writing samples Kentucky Core Academic Standards for ELA and Literacy

 What you won’t find in the new standards  Strategy use  Interventions  Supports for ELL, ECS, GT The standards are the “what’s”….no “how’s” provided.

Secondary team will divide out from this point forward; that is, math, ELA and other content teachers will meet separately to analyze standards, etc.

Next Steps…

Remember it’s about the child in the chair, not the checklist of standards!!

Resources: to access crosswalks to access ELA and Math standards